Evaluation / Lesson Plan Review
Standard 8.3
The student will solve practical problems involving rational numbers, percents,
ratios, and proportions. Problems will be of varying complexities and will involve
real-life data, such as finding a discount and discount prices and balancing
a checkbook.
Pacing Guide – 10 days
| Objectives- | Comments |
| 1. The student will define mathematical
communication, mathematical reasoning and mathematical representations and
connections. 2. Be able to add, subtract, multiply, and divide whole numbers, integers, rational numbers, percents, ratios, fractions and proportions. 3. Recite the times tables to 10 X 10. 4. Use a calculator and/or the calculator accessory on a computer to calculate Obj2 above. |
These objectives, while they get at mathematics skills that are prerequisites for meeting the SOL in question, do not attain the level called for in the SOL curriculum framework. The objectives call for simple computations, while the curriculum framework lays out problems for the student to solve using these computations. The teacher’s objectives in this case are far less complex than those called for in the curriculum framework. |
| Strategies- | Comments |
Students will be given a pre-test over basic computation and based on the results will have a homework assignment where they do the 4 basic number operations 0 thru 10, until completed. I will demonstrate how to do the 4 basic operations with whole numbers, integers, etc. Each day we will have a context/game for 30 minutes that provides drill and practice on these operations and where the students do these in their heads while responding to a question for their team. |
These strategies may be appropriate for the teachers objectives but they are not ok for the objectives identified in the curriculum framework which calls for solving problems at a far more complex level of operation. |
| Assessment- | Comments |
|
A unit test where students do all the basic arithmetic operations from 1 – 10 with 100% accuracy. |
The teacher’s assessments have the same flaws as the objectives, in that the behavior being measured is below that called for in the curriculum framework. Good assessment has the students doing the behavior. |
| Resources- | Comments |
| Chalkboard, flashcards, overhead slides |
These resources are not sufficient for the activities necessary to teach for this SOL. To quote the SOL: Problems will be of varying complexities and will involve real-life data, such as finding a discount and discount prices and balancing a checkbook. |